关于大学教学的若干问题思考

大学课程是学科专业教育的大课程,而不仅仅是大学教师所任科目的小课程;大学课程质量应该是包含日常课堂教学质量、学期学年质量、学级学届质量在内的系统大质量;大学课程管理应该是按大课程观、大教学观、大质量观要求来进行组织运行、质量评价的管理。所以,当代大学教学应树立大课程、大教学的观念,具有大效益的思想。     

Counseling and advisory service for adult learners: An Open University perspective

The nature of counselling and advisory services which the Open University offers its students and applicants is dictated by the fact that its students are learning at a distance, are adults, and are not engaged in full-time study. In addition, a policy of open entry means that while some students come from a background of higher education, others have few or no previous qualifications. These factors require the University to try to provide an individual service to its applicants and students whenever possible. In pursuit of this aim students are allocated to Tutor-Counsellors, part-time staff who are locally based and who have a continuing responsibility for the progress of individual students from their initial registration until graduation. These Tutor-Counsellors play a considerable part in determining the extent, nature, and timing of the resources with which the university can support an individual student. Tuition for higher level specialist courses is normally provided by tutors at a greater distance, with the Tutor-Counsellors continuing to provide local generalist support. The Open University has set up a regional infra-structure of full-time academic and administrative staff for the support, briefing, supervision, and organization of this local network of part-time staff.     

Fostering complex problem solving for diverse learners: engaging an ethos of intentionality toward equitable access

Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. In this paper, we promote a conceptual framework, based on an ethos of intentionality, that supports culturally responsive teaching (CRT). We provide specific questions to guide teachers’ implementation of an ethos of intentionality, through critical reflection and meaningful action, and discuss a framework for culturally relevant practice that operationalizes key central tenets (e.g., high expectations, cultural competence, and critical consciousness). Finally, we include strategies that can help teachers and designers translate the principles of the CRT framework into action with a specific focus on complex problem solving in classrooms.

     

Globalisation and schooling: equity and access issues

This review essay focuses on the prominence given to globalisation and discourses of globalisation in education reforms and pedagogy, as well as the way conceptual thinking in this area has changed and developed, due to competing ideologies, forces of globalisation and political, economic and cultural transformations. It analyses and evaluates the shifts in methodological approaches to globalisation and its effects on education policy and pedagogy. It focuses on forces of globalisation, ideology, social inequality and implications for equity and access to quality education.     

大学新生教育的科学实施探索

大学生新生教育是大学生进入大学的第一堂课,对于大学生顺利开展四年大学学习生活有非常重要的指导作用,对于高校的教育管理工作也具有促进意义。高校要采用有别于高中阶段的教育方法,坚持实用性、人性化、个性化的原则,将新生教育分模块、分阶段、系统完整地开展新生教育,同时将新生教育纳入到大学生思想教育工作的全过程,为四年的学习生活打下良好基础。     

In Search of Uniform Standards for the Education System

The following statement on education and research has been excerpted from Chancellor Willy Brandt's Policy Statement to the Bundestag, January 18, 1973.     

ESL: In Search of an Identity

Abstract

This paper discusses students' perspectives of their experience of a competence based teacher training programme in Further Education. The students were Further Education lecturers who had to undergo a mandatory one year day release teacher training course if they did not satisfy certain criteria according to rules governing the Further Education sector in Northern Ireland. For the academic year beginning 1989, the University of Ulster introduced a competence based programme, bearing in mind the transformation taking place in Further Education as a result of the proposals of the National Council for Vocational Qualifications. This paper examines the experiences of the first cohort of student to undertake the competence based programme.

Qualitative methodology was used to collect the ‘data’ for this research. The research was carried out over one academic year. Analysis revealed four themes which became significant in developing an understanding of the students' experiences of the programme. The themes are discussed under the headings: i)'This was not what we expected'; ii) Experiencing a new role withing a new course, iii) Time management; and iv) Group relations. Examination of the themes highlights how the students' experiences on the programme changed as the year progressed. The findings of this research may provide some useful insights to those people who wish to develop other competence based programmes, as well as educators in general.     

寻找叙事学变迁的内在逻辑

叙事学晚近的变化在一定程度上遮掩了结构主义研究方式的重要地位。本文从一篇被誉为叙事学“宣言”的文本入手,回溯叙事学的原初主张,探讨叙事学发展的内在逻辑。本文认为,结构分析帮助叙事学取得了突破性的进展,成为叙事学的主要方法之一。随着叙事的转向及对叙事认识的深入,结构分析的目标已由追求总体性转为承担指导性的作用。在全面展开的叙事研究中,结构分析仍是叙事研究的一种不可替代的方法。     

In Search of the Environmentalist Way: Beyond Mending the Machine

In this essay, Andrew Stables notes that philosophies such as existentialism, humanism, and environmentalism come in either exploratory or active forms: that is, one can study the nature of existence or the human, or one can ascribe to a way of life in an attempt to improve the world. Among the major influences on active environmentalist thought are (forms of) humanism, socialism, posthumanism, and post‐ (or pre‐)colonialism. In many cases, however, such ways of thinking can be as damaging or unsuccessful as they may be ameliorative and successful. The search for an environmentalist Way, Stables maintains, must transcend entrenched binaries, oppositions, and ideologies without lapsing into thoroughgoing antirealism or willfully ignoring current realities. Here, he explores the valuable contributions that Daoist and Buddhist texts and practices have to offer in this search.     

政治模型下的美国大学校长遴选：以佛罗里达大学为案例

高等教育管理领域有三个经典的组织模型,分别是科层模型、学院模型和政治模型。学院模型在共同治理理念下分析校内共同参与遴选过程具有解释力;科层模型则可用于分析威权治理模式中董事会把遴选作为自身决策事务的遴选特征;而政治模型在解释当前美国公立大学校长遴选工作上具有更大的解释效力。本文以佛罗里达大学2003年校长遴选为案例,分析州治理制度变化、州政治气候以及校内群体博弈对当时校长遴选过程和结构的影响。鉴于大量遴选失败案例,有必要对共同治理传统、公立大学董事会制度和《阳光法案》的影响等进行重新审视并采取果断行动,让州立大学重回为公共利益服务的轨道,走出政治化泥沼。     

In Search of a New Paradigm for Higher Education

In this essay I argue that online education, artificial intelligence, and market pressures are driving higher education to adopt the industrial model and to find a new paradigm for delivering education at low costs. In addition, there is tremendous pressure from the federal government to make universities more accountable while making higher education less expensive and more accessible. I argue that in the future faculty members will not be engaged with students in the ways in which they have historically been engaged and that the structure and operations of higher education institutions will be very different. New, potential paradigms are beginning to emerge.     

寻找公共行政的价值

公共行政价值研究既是公共行政伦理研究的一个重要内容,也是公共行政实践的现实需要。对公共行政价值的研究基于以下两个前提:思想基础和理论前提——事实与价值二分法的消解;实践背景——对官僚制工具理性的超越,而运用伦理学方法构建以公共行政正义为核心的公共行政价值体系是公共行政价值研究不容忽视的路径与方法。     

浅论读者利用搜索引擎的特色用法检索信息

针对现在网络信息的检索，利用搜索引擎的最新特色方法，提高和利用好网络信息。     

In Search of the European Dimension in Education

The European dimension in education has been of concern to the Community since it turned its attention to the matter of a Community educational policy. This article traces and considers some of the major developments in the idea and the teaching of the European dimension. Attention is given to the major policy documents, debates, and decisions of the Community and other interested parties.     

In Search of the Comprehensive Ideal: By Way of and Introduction

This introductory article first gives a brief overview of the articles in the remainder of this special issue. It then considers what we can learn about the comprehensive ideal, and what questions still remain about it, from the treatment it receives in these articles. After an initial discussion of the nature of the common school, two dimensions are identified in which interpretations of the comprehensive ideal often differ: how fully the content of such schooling is filled in, and what its scope is considered to be. Six categories of values are identified to which arguments both for and against the comprehensive ideal may appeal: educational values; values of community; justice and equality; respect; freedom; and non-discrimination. It is suggested that in a context of value-pluralism there can be no canonical interpretation of the comprehensive ideal.